1- The current mathematics education system in elementary schools in the United States is relying heavily on the use of formal language.
2- The current mathematics curricula teach the subject matter using mostly formal language, making the process inversely beneficial for children training to learn mathematics at such a young age, when their formal language systems have yet to mature.
1- Because visual-spatial capabilities are well-developed and mature at a young age, a math curriculum in the form of tables conveying the concepts allows the students an opportunity to easily learn mathematical concepts.
2- Using the visual-spatial x y z system with first grade students will help students to form abstract concepts and master math so easily.
3- Using brain training programs ( Alpha Smart Math Booster ), to build strong mathematics processing networks and processes in the student's brain.
4- Using Brain Training software should be done after the student finishes studying Volume 1. The student should use this software twice every week, every time about 15 minutes.
5- Explaining tables and mathematical concepts to the students should be conducted by using informal language and visual-spatial methods students more readily understand.
6- Any formal language vocabulary used should be kept to a minimum, and should be easy to understand.
7- Using concrete materials is very important for visualizing the concepts to the students, so the students can visualize the concept easily in their heads.
8- The teacher should avoid asking students difficult questions, especially the questions that contain heavy language. The difficult questions in that young age can cause mathematics anxiety.
9- When the teacher explains a new mathematical concept to the students, the teacher should explain the concept using as few words as possible. After the students understand the concept deeply, they should complete the tables by themselves, this will help in storing information in the brain effectively.
10- After building the mathematics area in the student's brain, we introduce word problems in Volume 3.
11- Because formal language systems of first grade students have yet to mature, so teachers should explain word problems to students using informal language and visual-spatial methods students more readily understand.